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[untitled]

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00:30:00

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Channel 89 (615 MHz)

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mpeg2video

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ac3

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480

TOPIC FREQUENCY

Us 11, Garcia 3, Yee 1, Malcolm 1, Wynns 1, Norton 1, The General Education Transportation Policy 1, Mr. Yee 1, Ms. Kim 1, Frank You 1, Malcolm X 1, Dr. Kim 1, Mastery 1, Latino 1, Teacher America 1, China 1, California 1, Rebecca Evans 1, Kim 1, San Francisco 1,
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  SFGTV    [untitled]  

    September 25, 2010
    4:30 - 5:00pm PDT  

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commissioner yee: i want us to explore what it would cost. it is hard to ask them to do more buses, but would it make any sense for us to purchase extra time for two hours, and how much would that cost? if you compare that to the average cost of the school bus, we'd be saving money? if we could do an analysis, that would help me.
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commissioner: i just want to say this. the issue of the frequency of bus lines around school start times, we have three or four new directors, in what i think is that the timeline is too short. planning for the budget crisis, whenever, and their high level discussions about long-term planning. i would tell you that this would be framed in the context of transit first. if you want people to choose their schools, taking kids to school by car and maximizing
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public transportation, they're going to have to be planning years and years out to change generally all of the bus routes or only some. to change the frequency. because changing the frequency of buses, this is what i mean. they have built in a lot of very frequent bus routes and 5:00 in the afternoon but none at 3:00 in the afternoon. and that is usually an afternoon issue, because kids go to school at the same time adults go to work, so it is the coming home from school that is the issue, and i think we need to talk to them about long term planning. whenever we think about that is great. that seems to be the sticking point.
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some have said you cannot imagine what it would be liked they do not have the equipment, whether -- whatever, so i think we are aiming to a low. >> we actually had somebody at the table this time around, which we usually do not have anybody working with unique on this, and it in director ford is looking for to that. we have not been able to do that. they're very interested in morning to help with that, and
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they consistently asked about what would work. we figure out what our own plan is, but certainly, the routes they have added and the way in which they look at patterns, it was actually a person at the table. commissioner: the main area i have is the afterschool proposal. we do not have full capacity, and just looking at my own schools, there are kids that are being bused to four or five
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after-school programs. if you are saying that we would not suddenly offered transportation to his children that are being bussed off-site, they have nowhere to go. their families depend on it after school. until we can guarantee capacity, we cannot jerk that right out from under the families. i think there would be a willingness, but i think we have to be thoughtful about that. it is somewhat unfair of us to say there is no capacity on site for your kid, and there is no capacity and our child development for your kids, so therefore, we are quick to charge you for something that you have been getting for free. so if we're going to ask people
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to pay, what we need to do is ask it places said that where there is capacity on site, we could say to people, ok, you're going to have to pay for it. so i really would just urge us to be thoughtful about that, it is after school is one of those things that is absolutely essential. you cannot expect a six-year old to get home on the muni by themselves. anyway, so that is my strongest reaction that i have. i think, also, i am open to not grandfathering stops, and i think we have to draw the line somewhere. i just think we have to give notice about this year, you will have it. next year, you will not.
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as commissioner wynns said, it may be so draconian that i would not vote for it. we cannot be cavalier about that. >> i am going to direct staff to do an analysis on these. as much as i like a lot of these items, the reality is, here we are in september, and we do not even have a budget for the state of california. i hate to be the party crasher here, but we do not know where we're going to end up yet, and we know that for next year, after making $113 million worth of cuts, we're still going to have to make more cuts, so i think it would behoove us to
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have a breakdown of what these different items would yield, because it is better to have that. it is good to already have that information clearly identified. yes, after-school programs are great, and especially, i agree with commissioner yee, if people cannot financially afford that, that is one thing to consider, but if they cannot afford it, i think they should afforded, because we are not out of this crisis, and i wish that i could say that we are, but we do not know. we know that next year is going to be a really tough year, and we do not know how the year after that is going to be. i think it really helps all of us to make better decisions once we break down all of these different costs.
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if this other thing happens, this is something else we might do. for the most part, when we could afford this, it was great, but in reality, a lot of this stuff we can no longer afford, so we're going to have to make choices on class sizes and the different issues, and i think this also will have to have a number to it, just as we have a number for increasing class sizes, just as we have a book of list of all sorts of different things. i think it would behoove us to get that down so that as we move forward -- just think, as crazy as it sounds, in january, you have got the state of the state address, ok? when you think we are already in september, and we do not have a budget, what state of the state address would we get when we do not even have a budget? so those are things that we're
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constantly looking at. regardless of the decision the board makes, we are going to get those numbers, because we need to make very well-informed decisions, and that would be a good mechanism to have in place. commissioner: ok, i have a couple of more comments to make. i really appreciate the cost of the after-school transportation. i appreciate what commissioner norton said. this is something we did not do not that long ago. let us add a stop there, and then this one, and that one. this is something that nobody does but us. we are busing kids to private daycare situations. now, i do understand that people depend on it. they have come to depend on it,
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and that is why we're talking about it now as opposed to next year, and we're talking about changing the start time to save a lot of money. a few years ago, we talked about it in april. people said, "oh, my god, i do not have time to make these arrangements." now, we're talking about kind of one year in advance. we should look at all of these things. i personally think this issue of afterschool transportation to daycare, we should make it our own. it is something in my mind that is in a separate category. some people are really dependent on it. class size are not having enough money to spend on food at lunch time, there are just things. i am making presumptions about the relative cost. it could be very little for all
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i know. commissioner: can i? commissioner: go ahead. commissioner: i think we want to have after-school at every school, but the reality is, we do not have that right now, and families have made choices and are continuing to make choices about expecting that there will be capacity for them, and so, by all means, let's rationalize it and have a plan about the after- school programs, but until we can accommodate people who depend on us, i think it is, you know, i actually should think we should have a conversation. at some places, some parents might say, "i would rather have larger classes than get rid of the after-school programs." commissioner: that was the next
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thing i was going to say. i think whenever we know about the implementation about the afterschool plan, -- whatever we know, we need to know that at the same time that they're bringing us proposals for transportation. i said to the superintendent, "wait a minute. i thought we were going to implement that. we postponed it from this year to next year. i think we need to know that. also, part of that discussion, and we had that last year, was about also the idea that we talked about for a long, long time about some kind of rfp for private providers to bring some of those in. maybe it will save money on
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transportation. convenience for everybody. so there are questions related to the after-school program. last, i do want to say that grandfathering is really an emotional question, but i think it is time. we are proposing a shift in student assignments. if we grandfather, we say just the ones that are in the school now, so another five years, then what about the ones next year? it will never stop. we were making a remark about great-grandfather's, but, truthfully, -- about great- grandfathers, but, truthfully, we need to weigh that against as much as we know about what it
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costs us and have those resources are aligned. i guess i am against grandfathering, but unless some the convinces me otherwise -- i am willing to -- show us where that is not workable, where you need to grandfather, not just for people's conveniens. i would just quickly reiterates -- reiterate if they do not have the transportation for them, so that may mean some kind of facilitated process. ok, i think we are sort of there. we have some business. she tells me, i am sorry, that i failed to read out the number of the resolution that we made a recommendation on before, so the
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resolution for the attendance areas, the elementary attendance areas, and the substitute motion for the phased in feeder pattern is resolution 108. the committee made a recommendation positively to the board to pass that. this resolution, the general education transportation policy. the recommendation is that we accept a new timeline, and we would recommend to the board that this will come back to us this would be on november 9.
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that is going to be the recommendation from the committee. and i want to thank all of the communities, those who have stayed to the bitter and, and those who have stayed home, may be watching on television now, and also, thanks to the staff and to members of the board, all of whom were here. i think that and i hope that the members of the public understand how important all of this work is for almost every member of the board who has been here. so our next meeting is october 13, which is a change date, because the monday is a holiday that week. they key to everybody for coming.
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dch [roll called] >> mr. yee? >> present. >> ms. kim? >> here. >> thank you. president kim: if you'd like, please join news the pledge of
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allegiance. [pledge of allegiance recited] president kim: frank you. first on the agendas is approval of minutes for the meeting of august 24, 2010. may i have a motion? >> so move. >> second. president kim: are there any corrections? roll call, please. >> thank you. [roll call] president kim: next is a presentation by superintendent garcia. >> yes. thank you. first of all, if you didn't catch it on the news yesterday,
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i think we have a lot to celebrate this year. not only did we start out the school year getting our great test results and seeing student achievement increase tremendously. but in the a.p. rankings, we learned that our district went up 16 points, the largest gain in the past five years, with schools serving some of the most vulnerable students in our district and actually had the highest gains in the entire school district. it's really exciting to see that in spite of all the challenges, schools have really focused, the parents, the community, on really taking to heart what we talked about on our strategic plan of really doing something about the achievement gap or the opportunity gap and it's a good indication now for two years in a row that we've demonstrated a lot of success. sometimes there's a bubble and something that occurs and you're not certain why, well now we have good data that
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shows that we're constantly improving. i want to thank all the teachers, counselors, administrators, everybody in our organization that worked so diligently last year to make sure our students would be successful. for those of you who weren't here last night and it was more crowded than it was this evening. the district should take an additional year to further develop the middle school placement changes and postpone the decision on the middle school feeder patterns. we went ahead with creating the areas for the elementary schools and we're moving that forward for the board meeting -- what is that, september 28? and that will come forward. for those of you that sometimes are critical that the district isn't listening to your input, a lot of it had to do with listening to all of community partners, everybody out there, parents, schools, and we
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decided that it would be premature to move the middle school when we have a lot of issues that we still need to resolve. we're waiting to hear about magnet school programs, all these different funding mechanisms that might kick in later on and they'll have an impact on the development of programs in our school district. so we're going to take a little bit more time with that. last, i want to mention that this evening i think it's exciting. you're going to have an opportunity to hear from our assistant superintendents and our deputy superintendent about the superintendent zones. this is a vision and a plan that this school board, all of administration, all of us have been working on foor a long time and it's exciting to be able to present that this evening so you get an understanding of what's going to be different, where we're going, what are the thoughts behind doing something like this. and we believe that in looking at our data, by focusing in a little bit more and having the support that schools have to have in order to be successful,
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by developing these two zones in our areas that need the most assistance, because that's where our persistently low-performing schools are at. we need to intervene, we need to do something, and we can't wait any longer. even though they've shown phenomenal growth, i want to give a little shout-out to malcolm x. because malcolm x elementary school, believe it or not, has an a.p.i. score of 800 this year. applause plause so they've grown by over 200 in two years. [applause] so it can be done. for those who don't believe it can't be done, get out of the way. because we at san francisco unified, we're getting it by the help of everybody. so i'm excited to do this presentation later on. i hope that the community and that the board has lots of questions, because that's what we're here for this evening. thank you very much. president kim: thank you, superintendent. actually, speaking about
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malcolm x, we want to take a moment, because we recognize often teachers and educators in our district, and we want to take a moment to bring up one of our malcolm x teachers, rebecca evans. [applause] and we do want to recognize you today. in 2009-2010 -- oh, no, you don't have to come all the way here. i'm sorry. 83% of the students in our classroom scored proficient or above in math, and 72% scored proficient or above in english language arts, and i believe the year before you had very similar scores as well. and we just want to recognize you and also give you a moment to talk a little bit about the work that you and the malcolm x community was able to do to bring up the a.p.i. 108 points, so that we as a board can kind of learn from the best practices that are already going on in this district.
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>> thank you. definitely. first, i'd like to say good evening to superintendent garcia, president kim, all the other board members, faculty, staff, students, teachers, everyone who's in the crowd right now. it is truly an honor to be up here action accepting this award on behalf of my students. and i say that, because they're the ones that deserve the recognition for all the hard work they put in to achieve those scores. but not surprisingly, i offer them a pizza and smoothie party, and they took that. so i'll be the one that shares these words with you guys. when dr. kim first asked me to speak, i was a little bit nervous, because i figured i'd be in a room with people who have been educators for far longer than i have. so i won't go and give you guys a laundry list of things i did in my classroom, because i'm sure you've heard of everything. formal assessments, yes.
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tracking student data, yes. planning lessons with clear objectives -- you know, if we're not doing that, then we have bigger issues. so i'll just go and give a few of my experiences as a classroom teacher. i was fortunate enough to have a really great support team from my team at teacher america, to district mentors to the two principals i worked under who had strong and clear visions for malcolm x academy. we worked really hard -- and i mean really, really hard on our balance scorecard, making sure that our access an equity and student achievement goals were clear. we internalized our goals and really took them to heart. you know, we heard superintendent garcia and many others speak on many occasions about eliminating the predictive power of demographics, and we knew that what people were saying about our kids, that they were failures, they couldn't learn, they weren't smart, they weren't going to go to college, they weren't going to get good
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jobs, and we took that to heart. i actually spoke frankly with my second graders about that. one day we were doing a social studies lesson studying map skills, a second-grade standard, and i had a printout of our city and we were locating the bay view hunters neighborhood on the map. we got into this discussion about why people would assume such terrible things about our children, and they, the students themselves, they vowed to be different, and they vowed that they weren't going to be that demographic. and they really took it to heart to be better. and 7-year-olds, they understood what equity meant. they understood that equity didn't mean giving each child the same thing. they knew that equity meant giving each child what they needed to have in order to succeed in the classroom. so, for example, if china needed a timer on her desk that she flipped every minute and she got to mark a star next to her name if she didn't yell at someone in order to succeed in the classroom, then that's what she got. if i had to listen to justin
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bieber for five hours as her reward, then that's what i got, and i did that. and it was no problem, because we were investing in our students and investing in our parents and making sure that they got what they needed to succeed. in terms of accountability, we set goals. we set really big goals that were very ambitious, yet attainable and measurable. and we tracked those goals. so in my classroom i had a printout of two shoes brains, and every time my class achieved mastery, we colored in that section of the bane. that way they got to see what they knew and also what they didn't know. i always reminded them that it's ok not to know something, because if they knew everything, then i wouldn't have a job. so we really worked hard on making sure that we set those goals and we tracked them. we also made sure that we planned lessons. all the teachers at malcolm x worked hard collaboratively to
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plan lessons that were engaging for our students. we made sure they were culturally and socially relevant. so, for example, my kids weren't getting what summarizing meant. so i set up a glalry walk with teams from the "high school musical" movie, where they went around with clipboards, writing, and going around from scene to scene summarizing. that's how they are learned summarizing. so it was taking the curriculum that we were given and adapting it to what was relevant to our students. so we read books that was about their cultures and nationalities. we encouraged them to speak in their homes in their native language. i had students that were vietnamese, african, latino, so they embraceed that in the classroom and that made them feel important. and once they feel important, that keeps them engaged. and when they're engaged, they learn and that leads to student achie

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